Lesson Plans

Educators and scientists working with NOAA developed a series of lesson plans for students in Grades 5 - 12 that are specifically tied to the science behind the Deepwater Coral Expedition: Reefs, Rigs, and Wrecks. These lesson plans focus on cutting-edge ocean exploration and research using state-of-the-art technologies.

In addition to being tied to the National Science Education Standards and the Ocean Literacy Essential Principles and Fundamental Concepts, the hands-on, inquiry-based activities include focus questions, background information for teachers, links to interesting Internet sites, and extensions. Web logs that document the latest discoveries and complement the lesson plans, complete with compelling images and video, will be sent back each day from sea. Teachers are encouraged to use the daily logs from the Deepwater Coral Expedition: Reefs, Rigs, and Wrecks, which are posted on this site, to supplement the lesson plans.

Read a description of each lesson plan and/or download them to your computer. All of the lesson plans are available in a PDF format, and may be viewed and printed with the free Adobe Acrobat Reader. To download a lesson plan, click on its title from the listing below. (Note: if you have problems downloading one of these lessons, right-click on the link and save the lesson to your desktop.)

Shipwreck Explorers (PDF, 299 kb)
Focus: Marine archaeology (Physical Science)
In this activity, students use data about the location and types of artifacts recovered from a shipwreck site to draw inferences about the sunken ship and the people who were aboard.

Call to Arms (PDF, 329 kb)
Focus: Robotic Analogues for Human Structures
In this activity, students will describe the types of motion found in the human arm, and describe four common robotic arm designs that mimic some or all of these functions.

Forests of the Deep Ocean (PDF, 300 kb)
Focus: Morphology and ecological function in habitat-forming deep-sea corals (Life Science)
In this activity, students will be able to describe at least three ways in which habitat-forming deep-sea corals benefit other species in deep-sea ecosystems, explain at least three ways in which the physical form of habitat-forming deep-sea corals contributes to their ecological function, and explain how habitat-forming deep-sea corals and their associated ecosystems may be important to humans. Students will also be able to describe and discuss conservation issues related to habitat-forming deep-sea corals.

Corrosion to Corals (PDF, 300 kb)
Focus: Galvanic exchange and carbonate precipitation (Physical Science)
In this activity, students will be able to describe galvanic exchange and explain how this process produces electric currents. Given two dissimilar metals and information on their position in an Electromotive Series, students will be able to predict which of the metals will deteriorate if they are placed in a salt solution. Students will also be able to describe the effect of electric currents on the availability of metal ions, and how this might contribute to the growth of corals on shipwrecks.

Off Base (PDF, 300 kb)
Focus: pH, buffers, and ocean acidification
In this activity, students will be able to define pH and buffer, and explain in general terms the carbonate buffer system of seawater; explain Le Chatelier’s Principle, predict how the carbonate buffer system of seawater will respond to a change in concentration of hydrogen ions; identify how an increase in atmospheric carbon dioxide might affect the pH of the ocean; and discuss how this alteration in pH might affect biological organisms.

What's Eating Your Ship? (PDF, 300 kb)
Focus: Biodeterioration processes (Physical Science/Biological Science)
In this activity, students will be able to describe three processes that contribute to the deterioration of shipwrecks, and define and describe rusticles, explaining their contribution to biodeterioration. Students will also be able to explain how processes that oxidize iron in deep-water shipwreck hulls differ from iron oxidation processes in shallow water.

What’s the Difference? (PDF, 300 kb)
Focus: Identification of biological communities from survey data (Life Science)
In this activity, students will be able to calculate a simple similarity coefficient based upon data from biological surveys of different areas, describe similarities between groups of organisms using a dendrogram, and infer conditions that may influence biological communities given information about the groupings of organisms that are found in these communities.

Cut-off Genes (PDF, 300 kb)
Focus: Gene sequencing and phylogenetic expressions (Life Science)
In this activity, students will be able to explain the concept of gene-sequence analysis; and, given gene sequence data, and draw inferences about phylogenetic similarities of different organisms.

Ship of the Line (9 pages, 293k) (from AUVfest 2008)
Focus: Maritime History/Physical Science/Social Science
In this activity, students will be able to describe general characteristics and technologies used in 18th century naval ships; draw inferences about daily life aboard these ships; and explain at least three ways in which simple machines were used on these vessels.

Entering the Twilight Zone (8 pages, 352k) (from the Expedition to the Deep Slope 2007)
Focus: Deep-sea habitats (Life Science)
In this activity, students will be able to describe major features of cold seep communities, list at least five organisms typical of these communities and infer probable trophic relationships within and between major deep-sea habitats. Students will also be able to describe the process of chemosynthesis in general terms, contrast chemosynthesis and photosynthesis, and describe major deep-sea habitats and list at least three organisms typical of each habitat.

Animals of the Fire Ice (5 pages, 364k) (from the Expedition to the Deep Slope 2007)
Focus: Methane hydrate ice worms and hydrate shrimp (Life Science)
In this activity, students will be able to define and describe methane hydrate ice worms and hydrate shrimp, infer how methane hydrate ice worms and hydrate shrimp obtain their food, and infer how methane hydrate ice worms and hydrate shrimp may interact with other species in the biological communities of which they are part.

A Piece of Cake (7 pages; 282kb PDF) (from the Cayman Islands Twilight Zone 2007 Expedition)
Focus: Spatial heterogeneity in deepwater coral communities (Life Science)
In this activity, students will be able to explain what a habitat is, describe at least three functions or benefits that habitats provide, and describe some habitats that are typical of deepwater hard bottom communities. Students will also be able to explain how organisms, such as deep-water corals and sponges, add to the variety of habitats in areas such as the Charleston Bump.

Forests of the Deep (4 pages, 232k) (from the 2004 Gulf of Alaska Seamount Expedition)
Focus: Deep-sea coral communities associated with seamounts (Life Science)
In this activity, students will be able to explain at least three ways in which seamounts are important to biological communities, infer at least three ways in which deep-sea corals are important to seamount ecosystems, and explain why many scientists are concerned about the future of seamount ecosystems.

Deep Gardens (11 pages; 331kb PDF) (from the Cayman Islands Twilight Zone 2007 Expedition)
Focus: Comparison of deep-sea and shallow-water tropical coral communities (Life Science)
In this activity, students will compare and contrast deep-sea coral communities with their shallow-water counterparts, describe three types of coral associated with deep-sea coral communities, and explain three benefits associated with deep-sea coral communities. Students will explain why many scientists are concerned about the future of deep-sea coral communities.

Let’s Make a Tubeworm! (6 pages, 464k) (from the 2002 Gulf of Mexico Expedition)
Focus: Symbiotic relationships in cold-seep communities (Life Science)
In this activity, students will be able to describe the process of chemosynthesis in general terms, contrast chemosynthesis and photosynthesis, describe major features of cold seep communities, and list at least five organisms typical of these communities. Students will also be able to define symbiosis, describe two examples of symbiosis in cold seep communities, describe the anatomy of vestimentiferans, and explain how these organisms obtain their food.

Looking for Clues (8 pages, 556k) (from the RMS Titanic Expedition 2004)
Focus: Marine archaeology of the Titanic (Physical Science)
In this activity, students will be able to draw inferences about a shipwreck given information on the location and characteristics of artifacts from the wreck, and will list three processes that contribute to the Titanic's deterioration.

Journey to the Unknown & Why Do We Explore (10 pages, 596k) (from the 2002 Galapagos Rift Expedition)
Focus: Ocean Exploration
In this activity, students will experience the excitement of discovery and problem-solving to learn about organisms that live in extreme environments in the deep ocean and come to understand the importance of ocean exploration.

Chemists with No Backbones (4 pages, 356k) (from the 2003 Deep Sea Medicines Expedition)
Focus: Benthic invertebrates that produce pharmacologically-active substances (life science)
In this activity, students will be able to identify at least three groups of benthic invertebrates that are known to produce pharmacologically-active compounds and will describe why pharmacologically-active compounds derived from benthic invertebrates may be important in treating human diseases. Students will also be able to infer why sessile marine invertebrates appear to be promising sources of new drugs.

Keep Away (9 pages, 276k) (from the 2006 Expedition to the Deep Slope)
Focus: Effects of pollution on diversity in benthic communities (Life Science)
In this activity, students will discuss the meaning of biological diversity and compare and contrast the concepts of variety and relative abundance as they relate to biological diversity. Given information on the number of individuals, number of species, and biological diversity at a series of sites, students will make inferences about the possible effects of oil drilling operations on benthic communities.

What’s In That Cake? (9 pages, 276k) (from the 2006 Expedition to the Deep Slope)
Focus: Exploration of deep-sea habitats (Life Science)
In this activity, students will be able to explain what a habitat is, describe at least three functions or benefits that habitats provide, and describe some habitats that are typical of the Gulf of Mexico. Students will also be able to describe and discuss at least three difficulties involved in studying deep-sea habitats and describe and explain at least three techniques scientists use to sample habitats, such as those found on the Gulf of Mexico.

Grades 7-8

Shipwreck Mystery (10 pages, 322k) (from AUVfest 2008)
Focus: Marine Archaeology (Earth Science/Physical Science/Social Science)
In this activity, students will be able to draw inferences about a shipwreck given information on the location and characteristics of artifacts from the wreck; use a grid system to document the location of artifacts recovered from a model shipwreck site; and identify and explain types of evidence and expertise that can help verify the nature and historical content of artifacts recovered from shipwrecks.

I, Robot, Can Do That! (9 pages, 357k) (from the 2005 Lost City Expedition)
Focus: (Physical Science/Life Science) Underwater Robotic Vehicles for Scientific Exploration
In this activity, students will be able to describe and contrast at least three types of underwater robots used for scientific explorations, discuss the advantages and disadvantages of using underwater robots in scientific explorations, and identify robotic vehicles best suited to carry out certain tasks.

Sonar Simulation (PDF, 308kb) (from the Bonaire 2008: Exploring Coral Reef Sustainability with New Technologies Expedition)
Focus: Side scan sonar (Earth Science/Physical Science)
In this activity, students will describe side-scan sonar, compare and contrast side-scan sonar with other methods used to search for underwater objects, and make inferences about the topography of an unknown and invisible landscape based on systematic discontinuous measurements of surface relief.

This Old Ship (9 pages, 272 kb) (from the 2006 Phaedra Expedition)
Focus: Ancient and Prehistoric Shipwrecks
In this activity, students will be able to describe at least three types of artifacts that are typically recovered from ancient shipwrecks, explain the types of information that may be obtained from at least three types of artifacts that are typically recovered from ancient shipwrecks, and compare and contrast, in general terms, technological features of Neolithic, Bronze Age, Hellenistic, and Byzantine period ships.

Mapping the Aegean Seafloor (8 pages, 288 kb) (from the 2006 Phaedra Expedition)
Focus: Bathymetric mapping of deep-sea habitats
In this activity, students will be able to create a two-dimensional topographic map given bathymetric survey data, create a three-dimensional model of landforms from a two-dimensional topographic map, and interpret two- and three-dimensional topographic maps

Monsters of the Deep (6 pages, 464k) (from the Expedition to the Deep Slope 2007)
Focus: Predator-prey relationships between cold-seep communities and the surrounding deep-sea environment (Life Science)
In this activity, students will be able to describe major features of cold seep communities, and list at least five organisms typical of these communities; and will be able to infer probable trophic relationships among organisms typical of cold-seep communities and the surrounding deep-sea environment. Students will also be able to describe the process of chemosynthesis in general terms, contrast chemosynthesis and photosynthesis, and describe at least five deep-sea predator organisms.

One Tough Worm (8 pages, 476k) (from the Expedition to the Deep Slope 2007)
Focus: Physiological adaptations to toxic and hypoxic environments (Life Science)
In this activity, students will be able to explain the process of chemosynthesis, explain the relevance of chemosynthesis to biological communities in the vicinity of cold seeps, and describe three physiological adaptations that enhance an organism’s ability to extract oxygen from its environment. Students will also be able to describe the problems posed by hydrogen sulfide for aerobic organisms, and explain three strategies for dealing with these problems.

Let’s Go to the Video Tape! (11 pages; 327kb PDF) (from the Cayman Islands Twilight Zone 2007 Expedition)
Focus: Characteristics of biological communities on deepwater coral habitats (Life Science)
In this activity, students will recognize and identify some of the fauna groups found in deep-sea coral communities, infer possible reasons for observed distribution of groups of animals in deep-sea coral communities, and discuss the meaning of “biological diversity.” Students will compare and contrast the concepts of “variety” and “relative abundance” as they relate to biological diversity, and given abundance and distribution data of species, will be able to calculate an appropriate numeric indicator that describes the biological diversity of a community.

Treasures in Jeopardy (8 pages; 278kb PDF) (from the Cayman Islands Twilight Zone 2007 Expedition)
Focus: Conservation of deep-sea coral communities (Life Science)
In this activity, students will compare and contrast deep-sea coral communities with their shallow-water counterparts and explain at least three benefits associated with deep-sea coral communities. Students will also describe human activities that threaten deep-sea coral communities and describe actions that should be taken to protect resources of deep-sea coral communities.

Come on Down! (6 pages, 464k) (from the 2002 Galapagos Rift Expedition)
Focus: Ocean Exploration
In this activity, students will research the development and use of research vessels/vehicles used for deep ocean exploration; students will calculate the density of objects by determining the mass and volume; students will construct a device that exhibits neutral buoyancy.

Living by the Code (5 pages, 400k) (from the 2003 Deep Sea Medicines Expedition)
Focus: Functions of cell organelles and the genetic code in chemical synthesis (Life Science)
In this activity, students will be able to explain why new drugs are needed to treat cardiovascular disease, cancer, inflammation, and infections; infer why sessile marine invertebrates appear to be promising sources of new drugs; and explain the overall process through which cells manufacture chemicals. Students will also be able to explain why it may be important to synthesize new drugs, rather than relying on the natural production of drugs.

Mapping Deep-sea Habitats in the Northwestern Hawaiian Islands (7 pages, 80kb) (from the 2002 Northwestern Hawaiian Islands Expedition)
Focus: Bathymetric mapping of deep-sea habitats (Earth Science - This activity can be easily modified for Grades 5-6)
In this activity, students will be able to create a two-dimensional topographic map given bathymetric survey data, create a three-dimensional model of landforms from a two-dimensional topographic map, and interpret two- and three-dimensional topographic data.

Life is Weird (8 pages, 268k) (from the 2006 Expedition to the Deep Slope)
Focus: Biological organisms in cold seep communities (Life Science)
In this activity, students will be able to describe major features of cold seep communities, and list at least five organisms typical of these communities. Students will also be able to infer probable trophic relationships among organisms typical of cold-seep communities and the surrounding deep-sea environment, and describe the process of chemosynthesis in general terms, and contrast chemosynthesis and photosynthesis.

Grades 9-12

The Robot Archaeologist (17 pages, 518k) (from AUVfest 2008)
Focus: Marine Archaeology/Marine Navigation (Earth Science/Mathematics)
In this activity, students will design an archaeological survey strategy for an autonomous underwater vehicle (AUV); calculate expected position of the AUV based on speed and direction of travel; and calculate course correction required to compensate for the set and drift of currents.

My Wet Robot (300kb) (from the Bonaire 2008: Exploring Coral Reef Sustainability with New Technologies Expedition)
Focus: Underwater Robotic Vehicles
In this activity, students will be able to discuss the advantages and disadvantages of using underwater robots in scientific explorations, identify key design requirements for a robotic vehicle that is capable of carrying out specific exploration tasks, describe practical approaches to meet identified design requirements, and (optionally) construct a robotic vehicle capable of carrying out an assigned task.

Where Am I? (PDF, 4 pages, 344k) (from the 2003 Steamship Portland Expedition)
Focus: Marine navigation and position finding (Earth Science)
In this activity, students identify and explain at least seven different techniques used for marine navigation and position finding, explain the purpose of a marine sextant, and use an astrolabe to solve practical trigonometric problems.

Do You Have a Sinking Feeling? (9 pages, 764k) (from the 2003 Steamship Portland Expedition)
Focus: Marine archaeology (Earth Science/Mathematics)
In this activity, students plot the position of a vessel given two bearings on appropriate landmarks, draw inferences about a shipwreck given information on the location and characteristics of artifacts from the wreck, and explain how the debris field associated with a shipwreck gives clues about the circumstances of the sinking ship.

Where’s My ‘Bot? (492kb) (from the Bonaire 2008: Exploring Coral Reef Sustainability with New Technologies Expedition)
Focus: Marine Navigation (Earth Science/Mathematics)
In this activity, students will estimate geographic position based on speed and direction of travel and integrate these calculations with GPS data to estimate the set and drift of currents.

The Big Burp: Where’s the Proof? ( 5 pages, 364k) (from the Expedition to the Deep Slope 2007)
Focus: Potential role of methane hydrates in global warming (Earth Science)
In this activity, students will be able to describe the overall events that occurred during the Cambrian explosion and Paleocene extinction events and will be able to define methane hydrates and hypothesize how these substances could contribute to global warming. Students will also be able to describe and explain evidence to support the hypothesis that methane hydrates contributed to the Cambrian explosion and Paleocene extinction events.

What’s the Big Deal? ( 5 pages, 364k) (from the Expedition to the Deep Slope 2007)
Focus: Significance of methane hydrates (Life Science)
In this activity, students will be able to define methane hydrates and describe where these substances are typically found and how they are believed to be formed. Students will also describe at least three ways in which methane hydrates could have a direct impact on their own lives, and describe how additional knowledge of methane hydrates expected from the Blake Ridge expedition could provide human benefits.

Cool Corals (7 pages, 476k) (from the Expedition to the Deep Slope 2007)
Focus: Biology and ecology of Lophelia corals (Life Science)
In this activity, students will describe the basic morphology of Lophelia corals and explain the significance of these organisms, interpret preliminary observations on the behavior of Lophelia polyps, and infer possible explanations for these observations. Students will also discuss why biological communities associated with Lophelia corals are the focus of major worldwide conservation efforts.

This Old Tubeworm (10 pages, 484k) (from the Expedition to the Deep Slope 2007)
Focus: Growth rate and age of species in cold-seep communities
In this activity, students will be able to explain the process of chemosynthesis, explain the relevance of chemosynthesis to biological communities in the vicinity of cold seeps, and construct a graphic interpretation of age-specific growth, given data on incremental growth rates of different-sized individuals of the same species. Students will also be able to estimate the age of an individual of a specific size, given information on age-specific growth in individuals of the same species.

What's Down There? (8 pages; 278kb PDF) (from the Cayman Islands Twilight Zone 2007 Expedition)
Focus: Mapping Coral Reef Habitats
In this activity, students will be able to access data on selected coral reefs and manipulate these data to characterize these reefs, and explain the need for baseline data in coral reef monitoring programs. Students also will be able to identify and explain five ways that coral reefs benefit human beings, and identify and explain three major threats to coral reefs.

The Benthic Drugstore (8 pages; 278kb PDF) (from the Cayman Islands Twilight Zone 2007 Expedition)
Focus: Pharmacologically-active chemicals derived from marine invertebrates (Life Science/Chemistry)
In this activity, students will be able to identify at least three pharmacologically-active chemicals derived from marine invertebrates, describe the disease-fighting action of at least three pharmacologically-active chemicals derived from marine invertebrates, and infer why sessile marine invertebrates appear to be promising sources of new drugs.

Watch the Screen! (8 pages; 278kb PDF) (from the Cayman Islands Twilight Zone 2007 Expedition)
Focus: Screening natural products for biological activity (Life Science/Chemistry)
In this activity, students will be able to explain and carry out a simple process for screening natural products for biological activity, and will be able to infer why organisms such as sessile marine invertebrates appear to be promising sources of new drugs.

Now Take a Deep Breath (8 pages; 278kb PDF) (from the Cayman Islands Twilight Zone 2007 Expedition)
Focus: Physics and physiology of SCUBA diving (Physical Science/Life Science)
In this activity, students will be able to define Henry’s Law, Boyle’s Law, and Dalton’s Law of Partial Pressures, and explain their relevance to SCUBA diving; discuss the causes of air embolism, decompression sickness, nitrogen narcosis, and oxygen toxicity in SCUBA divers; and explain the advantages of gas mixtures such as Nitrox and Trimix and closed-circuit rebreather systems.

Biochemistry Detectives (8 pages, 480k) (from the 2002 Gulf of Mexico Expedition)
Focus: Biochemical clues to energy-obtaining strategies (Chemistry)
In this activity, students will be able to explain the process of chemosynthesis, explain the relevance of chemosynthesis to biological communities in the vicinity of cold seeps, and describe three energy-obtaining strategies used by organisms in cold-seep communities. Students will also be able to interpret analyses of enzyme activity and 13C isotope values to draw inferences about energy-obtaining strategies used by organisms in cold-seep communities.

Hot Food (4 pages, 372k) (from the 2003 Gulf of Mexico Deep Sea Habitats Expedition)
Focus: Energy content of hydrocarbon substrates in chemosynthesis (Chemistry)
In this activity, students will compare and contrast photosynthesis and chemosynthesis as processes that provide energy to biological communities, and given information on the molecular structure of two or more substances, will make inferences about the relative amount of energy that could be provided by the substances. Students will also be able to make inferences about the potential of light hydrocarbons as an energy source for deepwater coral reef communities.

Submersible Designer (4 pages, 452k) (from the 2002 Galapagos Rift Expedition)
Focus: Deep Sea Submersibles
In this activity, students will understand that the physical features of water can be restrictive to movement; understand the importance of design in underwater vehicles by designing their own submersible; and understand how submersibles such as ALVIN and ABE, use energy, buoyancy, and gravity to enable them to move through the water.

Living in Extreme Environments (12 pages, 1Mb) (from the 2003 Mountains in the Sea Expedition)
Focus: Biological Sampling Methods (Biological Science)
In this activity, students will understand the use of four methods commonly used by scientists to sample populations; students will understand how to gather, record, and analyze data from a scientific investigation; students will begin to think about what organisms need in order to survive; students will understand the concept of interdependence of organisms.

What Was for Dinner? (5 pages, 400k) (from the 2003 Life on the Edge Expedition)
Focus: Use of isotopes to help define trophic relationships (Life Science)
In this activity, students will describe at least three energy-obtaining strategies used by organisms in deep-reef communities and interpret analyses of 15N, 13C, and 34S isotope values.

Chemosynthesis for the Classroom (9 pages, 276k) (from the 2006 Expedition to the Deep Slope)
Focus: Chemosynthetic bacteria and succession in chemosynthetic communities (Chemistry/Biology)
In this activity, students will observe the development of chemosynthetic bacterial communities and will recognize that organisms modify their environment in ways that create opportunities for other organisms to thrive. Students will also be able to explain the process of chemosynthesis and the relevance of chemosynthesis to biological communities in the vicinity of cold seeps.

How Diverse is That? (12 pages, 296k) (from the 2006 Expedition to the Deep Slope)
Focus: Quantifying biological diversity (Life Science)
In this activity, students will be able to discuss the meaning of biological diversity and will be able to compare and contrast the concepts of variety and relative abundance as they relate to biological diversity. Given abundance and distribution data of species in two communities, students will be able to calculate an appropriate numeric indicator that describes the biological diversity of these communities.

C.S.I. on the Deep Reef (Chemotrophic Species Investigations, That Is) (11 pages, 280k) (from the 2006 Expedition to the Deep Slope)
Focus: Chemotrophic organisms (Life Science/Chemistry)
In this activity, students will describe at least three chemotrophic symbioses known from deep-sea habitats and will identify and explain at least three indicators of chemotrophic nutrition.

This Life Stinks (9 pages, 280k) (from the 2006 Expedition to the Deep Slope)
Focus: Methane-based chemosynthetic processes (Physical Science)
In this activity, students will be able to define the process of chemosynthesis, and contrast this process with photosynthesis. Students will also explain the process of methane-based chemosynthesis and explain the relevance of chemosynthesis to biological communities in the vicinity of cold seeps.